AI didn’t write this article. In fact, I didn’t even use AI to create an outline (although outlining and brainstorming is widely considered an acceptable use of the AI generative large language model tools that have been widely available since last November).

This past month I used Artificial Intelligence’s generative large language models - commercially known as ChatGPT, Bard, Claude, etc. to assist with personal and professional tasks which proved helpful and efficient. This past weekend, ChatGPT told me which cookies I could bake given the ingredients I had in my pantry, and offered a suggestion as to how many batches of each would be the most productive use of my ingredients and time (chocolate chip, lemon, thumbprint, sugar, gingerbread, and rocky road - a flavor that I would not have considered if left to my own devices). 

Professionally, Bard served as a sounding board and helped me write a letter of reference for a student, offering an outline based on the student’s accomplishments, even adding helpful turns of phrase that increased the letter’s readability.  Of course, I added personal anecdotes about the student. But inputting a list of accomplishments and asking Bard to generate an outline and some sample paragraphs saved me time and made my writing stronger, while allowing me to focus more on the creative aspect of writing a recommendation, like discussing how the student positively impacted our school community. The technology allowed me meaningful time to tell the student’s story.

This should be our focus - enabling staff and students to use generative AI to make academic pursuits stronger; using these tools for the tedious work (turning a list of accomplishments into a readable paragraph), while increasing creativity and critical thinking (painting a picture of the student’s positive contributions to our school).

AI may be a natural next step in education toward creativity and original thinking, further  away from rote instruction. AI is another resource, just like the Internet was decades ago, to assist us. And just like the Internet, we need to teach students (and staff) how to ethically and effectively use this tool. Students can’t pass off “artificial” work as their own, but may certainly use this resource to further their own creative and critical thinking by using AI for help with the rote and mechanical tasks, like generating outlines, editing writing for grammar and punctuation, suggesting transitions, etc.

Like all helpful technology, AI can make things easier, but students and faculty can’t lean on it improperly; we are called today to train and provide resources for staff and school leaders - for whom this is all brand new - so they can tease out that nuance for our students.  It’s rare to have such a unique and special opportunity to develop protocols and strategies around something so new, yet so obviously powerful and meaningful.  Generative AI is going to change how we communicate, learn, and design instruction.

What did you first think when you learned about “email?” Did you think it would change communication? Did you recognize that the Internet would make instantly available almost all information? We don’t know what AI will make possible. Likely, it will forever change many tasks. We have the extraordinary opportunity to start our teams and students on the right road, with the right perspective, now, using this new tool.

Our district is taking a proactive approach to AI.  As with most programs, we first developed a vision statement, which states in part “By adopting this philosophy, we aim to strike a balance between leveraging the benefits of AI technology and nurturing students' critical thinking, original thought, and ethical engagement with knowledge. We strive to prepare our students to be responsible and informed users of AI, equipped with the skills necessary to navigate the dynamic landscape of the digital age.”

As educational leaders we should be teaching students how to ethically leverage generative AI products to enhance their studies, while retaining and fostering creativity, critical thinking, and appropriate engagement with the source material.

We began this conversation with our staff in a supportive way, first, by having everyone log in and try ChatGPT.  We created PLCs as well as a series of Lunch & Learns, lead by our Director of Curriculum, focusing on how to use these tools professionally with our students.  Some highlights of this professional development:

Teacher/Admin Resources:

Lesson Planning: Use AI to generate lesson plan outlines and find new relevant resources

Evaluation: Skim student learning management systems for key phrases or standards; automate appointments, etc.

PD/PLC Integration: Integrate AI into your regular PD/PLC planning

Student/Curriculum Resources:

Readability: Teachers take an article from a periodical or other primary source and then use AI to make it available to students at their own reading level or preferred language

Quick Formative Assessment: Teachers create assessments by inputting a document or text that was used during their lesson to create a quick list of  "do now" ideas to quickly check for understanding.

Translation: Teachers are using AI to quickly translate text into various languages for students to use in World Language instruction.

Brainstorming: Our graphic design students created Pop Up books by brainstorming ideas through ChaptGPT.  Students are also using AI to bounce ideas before going up and asking the teacher or before peer collaborating on an assignment.  This gives students power to control their own educational pace and gives the teacher the ability to better triage their support and direct instruction as the true master teacher. 

The AI tools themselves are changing rapidly and, as we know, students are quick to adopt new technology, especially when it seems that technology will make things easier for them. 

How can we help students to use these tools to make their academics stronger, while increasing their creativity and independent thought?

First, we need to use AI ourselves (ask ChatGPT to come up with a dinner plan for you this week based on the contents of your refrigerator!), support our staff through Professional Learning Communities and professional development, and understand the “rails” of AI, so the technology becomes an effective tool that strengthens, but does not replace, student creativity and independent thought.

Focusing on creativity and critical thinking, while using new tools for rote tasks, is just the next step in our instructional progress with technology.  I am excited to take these steps, together. 

If you are interested in learning more about this, my team as well as some industry thought leaders are hosting the next NJASA Power of Professional Learning Series on January 11th, to register click here.

(PS; although AI did not write this article, it did generate the headshot, above ;))